A Comparison of Teachers' Attitudes Toward Their Included Students with Mild and Severe Disabilities

By Bryan G. Cook. 2001

288 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/402a132afdb639d4c0d0cabaec8b8c2c0eb3fdc5

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In Developmental and Educational Psychology

In Safety Research

In Sociology and Political Science

Citations in the corpus

Factors relating to education professionals’ classroom practices for the inclusion of students with autism spectrum disorders (2012, background): “Cook (2001), for example, assessed teachers’ opinions about students with obvious disabilities (e.g., autism) and hidden disabilities (e.g., attention deficit–hyperactivity disorder).”
Exploring inclusion preservice training needs: a study of variables associated with attitudes and self‐efficacy beliefs (2006, background): “Several experts have noted that critical components for successful inclusion are teacher attitudes both towards the principle of inclusion and students with disabilities (Ward et al., 1994; Bender et al., 1995; Forlin et al., 1996; Cook, 2001; Avramidis et al., 2000a).”
Elementary Education Teachers' Beliefs about Essential Supports Needed to Successfully Include Students with Developmental Disabilities Who Engage in Challenging Behaviors (2006, background): “Cook (2001) and Cook, Tankersley, Cook, and Landrum (2000) found that general education teachers were significantly more likely to hold attitudes of concern, indifference, or rejection toward students with disabilities who engaged in challenging behavior, as opposed to forming attachments (i.e.,…”
Including High School Students with Severe Disabilities in General Education Classes: Perspectives of General and Special Educators, Paraprofessionals, and Administrators (2006, background): “Research also suggests that educator perceptions may be influenced by student characteristics such as disability label (e.g., Soodak, Podell, & Lehman, 1998) and severity of disability (e.g., Cook, 2001).”
Regular primary schoolteachers’ attitudes towards inclusive education: a review of the literature (2011, methodology): “Rheams and Bain (2005) used the ‘Attitude Toward Inclusion Scale’ (ATIS) (developed by Larrivee and Cook 1979), which measured teachers’ attitudes towards the inclusion of pupils with special needs in regular classrooms (n = 79). The ATIS consisted of 30 items in which teachers indicated their degre”
Inclusive Education in India: Are the Teachers Prepared?. (2013, background): “Other researchers have also indicated that there is a positive correlation between supportive attitudes by teachers and enhanced performance by students with disabilities who were included in regular education classrooms (Cook, 2001; Ross-Hill, 2009).”
Attitudes towards inclusion: the case of Israeli and Palestinian regular and special education teachers (2004, background): “These findings may be explained also by tolerance and expectation theories (Cook et al., 1999; Cook, 2001).”
Teachers’ Views of Their Preparation for Inclusive Education and Collaboration (2017, background): “For example, Cook (2001) and Cameron and Cook (2013) found teachers’ goals of inclusive education for students with significant disabilities focus on social development, stating academic performance was of little relevance to this group of students.”
Attitudes of Teachers Towards Inclusive Education in Finland (2018, background): “Most often, this finding has been understood to express a lack of teacher training or a lack of other resources, such as administrative support, adapted study materials or classroom assistants (Bowman, 1986; Cook, 2001).”